Notes that the key to making nonfiction work in the classroom is to connect it to the basic curriculum set forth by the school. Describes how the author's use of nonfiction slave narratives grew out of her teaching of two works of fiction. Discusses how she teaches slave narratives as a separate unit. (SG)

Presents some thoughts on using "dichos" (or sayings of students) to develop literacy skills. Suggests that drawing on the knowledge bases of learners in classrooms not only entices them to participate in the curriculum but also makes the necessary connections between home and school. (RS)

Looks at the missions and goals of the International Assembly of the National Council of Teachers of English, a global multicultural network promoting communication and cooperation for international exchange of teaching practices, literature, literacy, curriculum development, and research in English. Suggests some criteria to look at when…

Discusses how students can relate to Mark Mathabane's autobiographical novel "Kaffir Boy"--his questioning why he must attend school, his open defiance of his father, and his struggle to resist peer pressure. Examines where an all-white high-school faculty started in terms of developing a multicultural literature program, where they have…

Argues that the educational system is fundamentally incapable of serving the fastest growing school-age population--limited and non-English speaking children and the culturally diverse. Discusses six specific recommendations for secondary English teachers to prepare for this fast-growing population. (RS)

Discusses resources for initiating culturally pluralistic perspectives in English classrooms, and for using multiethnic materials in the English curriculum. (JT)

Presents six brief articles by six Arizona teachers offering their reflections about practices, strategies, and vision as they make changes toward a multicultural curriculum. (SR)